The Impact of Training Metacognitive Strategies on Reading Comprehension among ESL Learner’s

The present study investigates the impact of training metacognitive strategies in reading comprehension and has been conducted among students from University Putra Malaysia. Forty eight subjects majoring in English including both males and females participated in the study. They have been chosen from first level of reading and divided into two groups, namely, experimental and control group. To carry out the process, initially, a standard test of reading comprehension was given to both experimental and control groups in order to compare their reading abilities. Results indicated that there was no significant difference in their reading abilities and therefore the classification of the students was reasonable. Subsequently, twelve-week training on metacognitive strategies was given to the experimental group, and after the training sessions their performance was measured through reading comprehension tests, metacognitive strategy questionnaire, and semi-structural interview. The results showed that participants’ ability in the two strategies of monitoring and assessment increased after receiving explicit instruction of metacognitive strategy. However, only the experimental group had positive view toward these strategies and believe that the effective learning of these strategies can enhance their reading ability. The findings in this study make contribution to the body of knowledge and not only provide a clear insight of the effectiveness of metacognitive strategies in the process of reading, but also support the belief that explicit instruction of metacognitive strategies will enhance learners reading ability. Keywords: metacognitive strategies, reading comprehension, explicit instruction

The Role of Reading Strategies in the Process of Reading

In recent years, reading strategies have become essential factors in literacy education. Existing literature has indicated that in the process of comprehension reading strategies have received particular attention. Furthermore, understanding the role of reading strategies in the process of reading and teaching could be beneficial for the students. The current study discussed the importance of reading strategies and indicated the potentials for future researches in reading strategies

The Relationship between Self-Efficacy in Reading with Language Proficiency and Reading Comprehension among ESL Learner’s

This work investigates the relationship between self-efficacy in reading with language proficiency and reading comprehension. The sample utilized is comprised of 64 postgraduate students from two universities, namely Universiti Putra Malaysia and Universiti Malaya. The students are selected from several Master and PhD programs of faculty of Education, Engineering, and Agriculture. The instruments employed to collect the data, was the Scale of Belief Self-Efficacy Comprehension, and reading comprehension test. Quantitative analysis is utilized to analyze the gathered data. The result indicates that, there is a significant correlation between reader self-efficacy and reading comprehension. Moreover, readers’ self-efficacy in different levels of foreign language proficiency is different, and readers who possess  high level of proficiency, perform reading task better than readers who are considered as  high self-officious. In addition, the result demonstrates that, self-efficacy and language proficiency are the key factors in academic achievement. Furthermore, students who are self-efficacious can perform the task better than who are not, and students who possess high level of language proficiency are more successful in the process of reading. Keywords: self-efficacy, language proficiency, and reading comprehension

Under Wrap or the Stage : Women in the Performing Arts in the Post-Revolutionary Iran

Since the 1979 Revolution in Iran, women have been key contributors to contemporary Iranian cinema, and to a lesser extent to theater and music. Contrary to the Western belief that the veil and other aspects of male dominance completely imprison women, my research demonstrates that they have sometimes been able to find their footing in cinema, theater and music. This paper traces the efforts these women have made. It outlines a frame of reference for the study of Iranian women under the Islamic Republic. Despite sometimes severe censorship, Iranian womens roles in the performing arts have been remarkably diverse in approach and style, and have represented extraordinarily powerful and unexpected visions of contemporary life

Oxygen- and Nitrogen-Group Transfers in Aryl-Nitroso Iron Complexes

Transition metal complexes containing imido ligands (M=NR) are an important class of coordination compounds implicated in nitrogen-group-transfer reactions such as aziridination. The present thesis investigates the formation of iron-imido complexes via deoxygenation of iron-nitroso complexes that have a nitroso (RN=O) functionality tethered to their main ligand framework. This process is at the heart of important oxygen-atom- transfer (OAT) reactions such as the epoxidation of alkenes or the hydroxylation of organic substrates. For this purpose, the new pentadentate monoanionic ligand BPAEBNHOH was synthesized and disproportionated by Fe(II) salts to yield N-bonded monomeric iron-nitroso complexes [Fe(II)BPAEBNO(OAc)] (1) and [Fe(II)BPAEBNO(MeCN)](OTf) (2) as well as the iron-amine complex [Fe(II)BPAEBNH2(OAc)]. These complexes were characterized by X-ray crystallography and spectroscopic techniques. Complexes (1) and (2) were found to be able to perform OAT to phosphine reagents (PR3) in moderate to high yields. Although not isolated, iron-iminophosphorane (M−N=PR3) compounds were identified as the main products of the reaction. Detailed kinetic and mechanistic studies of this reaction suggest that the mechanism does not involve a simple rate law. Control experiments and comparisons with the literature suggest that the mechanism involves the replacement of acetate and acetonitrile ligands with a phosphine ligand, before the nitroso group is deoxygenated. These results suggest the formation of an iron-imido intermediate, prior to its trapping by phosphine reagents

The Role of Psychological Factors in the Process of Reading

Among the reader factors, psychological factors play crucial part in the process of reading. In an educational system, psychological factors that have been widely acknowledged by researchers can be viewed as an important element in assessing students’ academic failure (Lee and Shute, 2010; Zins et al., 2004). Moreover, previous researches indicated that psychological factors have definite influence on the process of reading. Therefore, considering these factors in teaching curriculum could be profitable to the students. The present study focused on the importance of the psychological factors in the process of reading, and revealed the potential for future studies on these factors.   Keywords: Psychological Factors, Reading Comprehension  

Virulence factor diversity between imipenem resistant and imipenem susceptible strains of Escherichia coli isolated from hospitalized patients with severe urinary tract infections

From a clinical perspective, it is imperative to discern the differences in the distribution of virulence factors between imipenem resistant and imipenem susceptible strains of uropathogenic Escherichia coli isolated from hospitalized patients. The present study was carried out to find this purpose. One-hundred and sixty urine specimens of children and seniors were collected from the Educational Hospital of Tehran, Iran. The urine samples were cultured immediately and those that were E. coli-positive were analyzed for the antimicrobial susceptibility pattern against imipenem using disk diffusion method. Imipenem resistant and imipenem susceptible strains were analyzed for the presence of sfa, afa, pap, hly, cnf 1 and fim virulence factors using the PCR technique. Fifty out of 70 (71.42) children urines and 55 out of 90 (61.11) seniors urine samples harbored E. coli. The incidence of resistance against imipenem in children and seniors were 6 and 9.09, respectively. In the other hand, 99.39 of tested strains were susceptible to imipenem. Total prevalence of pap, cnf 1, hly, sfa, afa and fim genes in the imipenem resistant strains were 12.5 25, 50, 75, 62.5 and 25, respectively. Prevalence of the sfa, afa and hly genes was lower in the imipenem susceptible strains of E. coli, while the pap, cnf 1 and fim genes was entirely higher in the imipenem susceptible strains. This finding suggests that imipenem resistance could be directly associated with decreased prevalence of pap, cnf 1 and fim virulent genes. However, the findings of the present study are novel and valuable but more courtesy studies are necessary to authorize them

Esl performance in reading motivation and reading comprehension in democratic and authoritarian contexts.

In spite of much great research since the last three decades, still there are many essential things about motivation that we need to know. it becomes a mystery because although it exists in everyone but the way of showing if different in terms of degree, time and context. one of the important responsibilities of school administrator is discovering and nurturing motivation between individuals in any educational process. The purpose of the study is to investigate the process of reading motivation and reading Comprehension in relation to both Malaysian higher educational context types namely, Democratic and Authoritarian with learners' gender to find out whether the degree of performance qualitatively vary as educational context and learners variable vary. To this end, three hypotheses were raised,which were tested through lengthy and multi instrumental procedures, Results showed that educational context have significant effect on learner performance. Students out performed in Democratic context in both reading motivation and reading comprehension and the Democratic educational setting gender groups showed highest performance level and the Authoritarian setting groups atood as a lowest performance

«Under Wrap or the Stage : Women in the Performing Arts in the Post-Revolutionary Iran»

Since the 1979 Revolution in Iran, women have been key contributors to contemporary Iranian cinema, and to a lesser extent theater and music. Contrary to the Western belief that the veil and other aspects of male dominance completely imprison women, my research demonstrates that they have sometimes been able to find their footing in cinema, theater and music. This paper traces the efforts these women have made. It outlines a frame of reference for the study of Iranian women under the Islamic Republic. Despite sometimes severe censorship, Iranian womens roles in the performing arts have been remarkably diverse in approach and style, and have represented extraordinarily powerful and unexpected visions of contemporary life. MHHabibian Maryam. «Under Wrap or the Stage : Women in the Performing Arts in the Post-Revolutionary Iran». In: CEMOTI, n°28, 1999. Turquie Israël. pp. 295-311

The relationship between self-efficacy in reading with language proficiency and reading comprehension among ESL learner's

This work investigates the relationship between self-efficacy in reading with language proficiency and reading comprehension. The sample utilized is comprised of 64 postgraduate students from two universities, namely Universiti Putra Malaysia and Universiti Malaya. The students are selected from several Master and PhD programs of faculty of Education, Engineering, and Agriculture. The instruments employed to collect the data, was the Scale of Belief Self-Efficacy Comprehension, and reading comprehension test. Quantitative analysis is utilized to analyze the gathered data. The result indicates that, there is a significant correlation between reader self-efficacy and reading comprehension. Moreover, readers’ self-efficacy in different levels of foreign language proficiency is different, and readers who possess high level of proficiency, perform reading task better than readers who are considered as high self-officious. In addition, the result demonstrates that, self-efficacy and language proficiency are the key factors in academic achievement. Furthermore, students who are self-efficacious can perform the task better than who are not, and students who possess high level of language proficiency are more successful in the process of reading